scholarly journals ‘CTIntegration’: A Conceptual Framework Guiding Design and Analysis of Integration of Computing and Computational Thinking Into School Subjects

2021 ◽  
Author(s):  
Shuchi Grover
Keyword(s):  
Conceptual Framework ◽  
Case Studies ◽  
Computational Thinking ◽  
Analytic Tool ◽  
School Subjects ◽  
Conceptual Paper ◽  
K 12 ◽  
Comprehensive Framework

A growing number of researchers and educators are working on integrating computing and computational thinking (CT) into various K-12 subjects. This conceptual paper motivates the need for and presents a comprehensive framework (CTIntegration) to guide educators and researchers aiming to design for integration. The paper elaborates on the interconnected elements of domain, computing and CT we well as pedagogy, that must be attended to. It also demonstrates the use of the framework as an analytic tool to examine three case studies of recent CT integration efforts.

Providing Access and Opportunity for Computational Thinking and Computer Science to Support Mathematics for Students With Disabilities

2020 ◽  
pp. 016264342097856
Author(s):  
Emily C. Bouck ◽  
Aman Yadav
Keyword(s):  
Computer Science ◽  
Students With Disabilities ◽  
Case Studies ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Computational Thinking ◽  
Insufficient Attention ◽  
Mathematics Teaching And Learning ◽  
K 12

The ideas of computational thinking (CT) and computer science (CS) are increasingly being integrated into K-12 education. Yet, insufficient attention exists regarding access and exposure of CT and CS for students with disabilities. In this Technology in Action, the authors sought to present an argument—as well as actual activities—for teachers to start to expose and engage students with disabilities in CT and CS. Through the presentation of case studies as well as other non-case situated activities, practical ideas, and steps for integrating CT and CS in mathematics teaching and learning for students with disabilities are presented.

scholarly journals Rolando García’s “Complex Systems Theory” and its relevance to sociocybernetics

2015 ◽  
Vol 13 (1) ◽  
Author(s):  
Gaston Becerra ◽  
José Antonio Amozurrutia
Keyword(s):  
Complex Systems ◽  
Conceptual Framework ◽  
Systems Theory ◽  
Case Studies ◽  
Interdisciplinary Approach ◽  
Complex Systems Theory ◽  
Complex Problems ◽  
Constructivist Epistemology ◽  
Comprehensive Framework

Complex Systems Theory (“TSC” for its Spanish acronym) by the Argentine-Mexican physicist and epistemologist Rolando García (1919-2012) provides a comprehensive framework to approach complex issues or complex problems requiring an interdisciplinary approach. In this work its theoretical and conceptual framework is summarized and exemplified through case studies. TSC proposed methodology and constructivist epistemology are also briefly introduced. Furthermore, its relevance for sociocybernetic is discussed on a programmatic level.

Computational thinking in K-12 education. An insight through meta-analysis

2021 ◽  
pp. 1-26
Author(s):  
José Miguel Merino-Armero ◽  
José Antonio González-Calero ◽  
Ramón Cózar-Gutiérrez
Keyword(s):  
Meta Analysis ◽  
Computational Thinking ◽  
K 12

scholarly journals Uncertainty Avoidance as a Moderating Factor to the Self-Congruity Concept: The Development of a Conceptual Framework

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402110018
Author(s):  
Shaohua Yang ◽  
Salmi Mohd Isa ◽  
T. Ramayah
Keyword(s):  
Theoretical Model ◽  
Conceptual Framework ◽  
Significant Contribution ◽  
Integrated Model ◽  
Uncertainty Avoidance ◽  
The Self ◽  
Destination Marketing ◽  
Tourism Research ◽  
Revisit Intention ◽  
Conceptual Paper

The aim of this article was to propose a framework based on the theory of self-congruity and on Hofstede’s uncertainty avoidance. The framework was to combine destination personality, self-congruity, uncertainty avoidance, and tourists’ revisit intention. The present conceptual paper proposed an integrated model of self-congruity which incorporates the effect of uncertainty avoidance. More importantly, the uncertainty avoidance was introduced as a moderator between self-congruity and revisit intention. Based on the theoretical framework proposed in this article, the estimated results affirmed the applicability of the theory of self-congruity for tourism research. Moreover, by extending the theoretical model through the incorporation of a variable of uncertainty avoidance in the context of tourism, this article offers a significant contribution to the tourism literature. It is important to understand how the theory of self-congruity applies across a broad cultural spectrum. This article also offers several implications for destination marketing organizations from a practical perspective.

Preparing Special Education Preservice Teachers to Teach Computational Thinking and Computer Science in Mathematics

2021 ◽  
pp. 088840642199237
Author(s):  
Emily C. Bouck ◽  
Phil Sands ◽  
Holly Long ◽  
Aman Yadav
Keyword(s):  
Special Education ◽  
Preservice Teachers ◽  
Computer Science ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Computational Thinking ◽  
Lesson Plans ◽  
Methods Course ◽  
Mathematics Methods ◽  
K 12

Increasingly in K–12 schools, students are gaining access to computational thinking (CT) and computer science (CS). This access, however, is not always extended to students with disabilities. One way to increase CT and CS (CT/CS) exposure for students with disabilities is through preparing special education teachers to do so. In this study, researchers explore exposing special education preservice teachers to the ideas of CT/CS in the context of a mathematics methods course for students with disabilities or those at risk of disability. Through analyzing lesson plans and reflections from 31 preservice special education teachers, the researchers learned that overall emerging promise exists with regard to the limited exposure of preservice special education teachers to CT/CS in mathematics. Specifically, preservice teachers demonstrated the ability to include CT/CS in math lesson plans and showed understanding of how CT/CS might enhance instruction with students with disabilities via reflections on these lessons. The researchers, however, also found a need for increased experiences and opportunities for preservice special education teachers with CT/CS to more positively impact access for students with disabilities.

scholarly journals Computational Thinking, Between Papert and Wing

2021 ◽  
Author(s):  
Michael Lodi ◽  
Simone Martini
Keyword(s):  
Science Education ◽  
Computer Science ◽  
Computer Science Education ◽  
Computational Thinking ◽  
School Curriculum ◽  
Common Theme ◽  
Technical Content ◽  
Technical Competencies ◽  
K 12 ◽  
Affective Involvement

AbstractThe pervasiveness of Computer Science (CS) in today’s digital society and the extensive use of computational methods in other sciences call for its introduction in the school curriculum. Hence, Computer Science Education is becoming more and more relevant. In CS K-12 education, computational thinking (CT) is one of the abused buzzwords: different stakeholders (media, educators, politicians) give it different meanings, some more oriented to CS, others more linked to its interdisciplinary value. The expression was introduced by two leading researchers, Jeannette Wing (in 2006) and Seymour Papert (much early, in 1980), each of them stressing different aspects of a common theme. This paper will use a historical approach to review, discuss, and put in context these first two educational and epistemological approaches to CT. We will relate them to today’s context and evaluate what aspects are still relevant for CS K-12 education. Of the two, particular interest is devoted to “Papert’s CT,” which is the lesser-known and the lesser-studied. We will conclude that “Wing’s CT” and “Papert’s CT,” when correctly understood, are both relevant to today’s computer science education. From Wing, we should retain computer science’s centrality, CT being the (scientific and cultural) substratum of the technical competencies. Under this interpretation, CT is a lens and a set of categories for understanding the algorithmic fabric of today’s world. From Papert, we should retain the constructionist idea that only a social and affective involvement of students into the technical content will make programming an interdisciplinary tool for learning (also) other disciplines. We will also discuss the often quoted (and often unverified) claim that CT automatically “transfers” to other broad 21st century skills. Our analysis will be relevant for educators and scholars to recognize and avoid misconceptions and build on the two core roots of CT.

The Baltimore Classification of Viruses 50 Years Later: How Does It Stand in the Light of Virus Evolution?

2021 ◽  
Author(s):  
Eugene V. Koonin ◽  
Mart Krupovic ◽  
Vadim I. Agol
Keyword(s):  
Conceptual Framework ◽  
Virus Evolution ◽  
Genome Expression ◽  
Conceptual Paper

Fifty years ago, David Baltimore published a brief conceptual paper delineating the classification of viruses by the routes of genome expression. The six “Baltimore classes” of viruses, with a subsequently added 7th class, became the conceptual framework for the development of virology during the next five decades.

Sign in / Sign up

Export Citation Format

Share Document